There is much emphasis placed on lifelong learning within the professions of teaching and teacher education. This paper explores the potential for professional learning by crossing the border between one professional knowledge context to another with reference to data arising from a number of research projects examining teachers and teacher educators’ knowledge construction, work practices, partnerships and collaboration. Using the metaphors of passport and visa the notion of border crossing in these projects is further explored. Other metaphors for travelling and baggage are used to develop an understanding of the significance of purpose in understanding the potential for professional learning through border crossing. The potential benefits of such initiatives for supporting ongoing professional learning are explored.